Effectiveness of Tutorials for Promoting Educational Integrity: A Synthesis Paper

Autor/inn/en	Stoesz, Brenda M.; Yudintseva, Anastassiya
Titel	Effectiveness of Tutorials for Promoting Educational Integrity: A Synthesis Paper
Quelle	In: International Journal for Educational Integrity, 14 (2018), Artikel 6 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stoesz, Brenda M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-2595
DOI	10.1007/s40979-018-0030-0
Schlagwörter	Tutorial Programs; Instructional Effectiveness; Integrity; Plagiarism; Intervention; Workshops; Intelligent Tutoring Systems; Blended Learning; Attitude Change; Behavior Change; Outcomes of Education; Foreign Countries; Electronic Learning; Student Characteristics; Teaching Methods; Learning Strategies; Cultural Influences; Gender Differences; United States; Australia; United Kingdom; Sweden; Qatar; Taiwan + Suchen Sie Ihr Suchwort? Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Unterrichtserfolg; Integrität; Plagiat; Lernwerkstatt; Schulung; Intelligentes Tutorsystem; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cultural influence; Kultureinfluss; Geschlechterkonflikt; USA; Australien; Großbritannien; Schweden; Katar
Abstract	The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01